This document provides training guidelines for vocational education and training (VET) providers, employers, and employees in the field of ambient assisted living (AAL) jobs. It begins with background on AAL and the need for training in this growing sector. The document then covers the AAL job sector and market needs, important European reference frameworks, key factors for successful AAL training including technical and soft skills, and detailed job role profiles with recommended learning units and outcomes. The goal is to establish common standards and qualifications for AAL professionals across Europe to address the increased demand for services supporting independent living for the elderly.

1.
1
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
!
e-Jobs-Observatory.eu
Training guidelines for
VET providers /
employers / employees
in the field of AAL jobs

2.
2
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
Table of contents
1.
About
this
document
....................................................................................................................................
4
1.1
Background
...........................................................................................................................................
4
1.2
The
chapters
........................................................................................................................................
5
1.2.1
The
AAL
job
sector
.......................................................................................................................
5
1.2.2
European
reference
frameworks
................................................................................................
5
1.2.3
Success
factors
for
training
AAL
Professions
...............................................................................
5
1.2.4
The
Job
Role
Profiles
in
the
field
of
AAL
......................................................................................
5
1.3
The
target
groups
.................................................................................................................................
5
2.
The
AAL
job
sector
........................................................................................................................................
6
2.1
State
of
the
art
......................................................................................................................................
6
2.2
The
market
needs
................................................................................................................................
8
2.3
The
role
of
VET
...................................................................................................................................
10
3.
European
reference
frameworks
...............................................................................................................
11
3.1
The
need
of
common
reference
tools
................................................................................................
11
3.1.1
European
Qualification
Framework
..........................................................................................
11
3.1.2
e-­‐Competence
Framework
(eCF)
..............................................................................................
11
3.1.3
ECVET
.......................................................................................................................................
12
4.
Success
factors
for
training
AAL
Professions
..............................................................................................
13
4.1
How
soft
skills
relate
to
technical
skills
..............................................................................................
13
4.1.1
Specific
profile
descriptions
......................................................................................................
14
4.1.2
Alternate
methodologies
and
assessment
................................................................................
14
4.2
Core
skills
for
AAL
jobs
........................................................................................................................
16
4.2.1
Behavioural
skills
.......................................................................................................................
16
4.2.2
How
to
train
behavioural
skills
for
AAL
professions
..................................................................
17
4.3
Management
skills
.......................................................................................................................
25
4.4
Standards
............................................................................................................................................
33
5.
The
Job
Role
Profiles
in
the
field
of
AAL
.....................................................................................................
34
5.1
Hybrid
job
roles
-­‐
skills,
learning
units
and
outcomes
........................................................................
34

3.
3
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
5.2
AAL
System
Architect
..........................................................................................................................
35
5.2.1
Role
description
and
summary
..................................................................................................
35
5.2.2
Specific
learning
units
and
learning
outcomes
..........................................................................
37
5.3
AAL
Solutions
and
System
Developer
................................................................................................
44
5.3.1
Role
description
and
summary
.................................................................................................
44
5.3.2
Specific
learning
units
and
learning
outcomes
..........................................................................
47
5.4
AAL
Maintenance
Specialist
...............................................................................................................
52
5.4.1
Role
description
and
summary
.................................................................................................
52
5.4.2
Specific
learning
units
and
learning
outcomes
.....................................................................
54
5.5
AAL
Community
Manager
...................................................................................................................
59
5.5.1
Role
description
and
summary
.................................................................................................
59
5.5.2
Specific
learning
units
and
learning
outcomes
......................................................................
62
5.6
AAL
Consultant
...................................................................................................................................
69
5.6.1
Role
description
and
summary
.................................................................................................
69
5.6.2
Specific
learning
units
and
learning
outcomes
..........................................................................
71
6.
References
..................................................................................................................................................
76
6.1
Hardcopy
............................................................................................................................................
76
6.2
Weblinks
............................................................................................................................................
77
7.
Glossary
......................................................................................................................................................
79

4.
4
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
1.
About
this
document
1.1
Background
The
demographic
change,
increasing
demand
for
geriatric
care,
as
well
as
the
increasing
individualization
of
society
are
facts
that
influenced
the
development
of
the
concept
of
Ambient
Assisted
Living
(AAL)
in
Europe.
AAL
initiatives
mainly
have
the
objective
to
extend
the
time
people
can
live
in
their
preferred
environment
by
increasing
their
autonomy,
self-­‐confidence
and
mobility.
AAL
also
helps
in
maintaining
health
and
functional
capability
of
the
elderly
individuals,
providing
a
better
and
healthier
lifestyle
for
individuals
at
risk,
enhancing
security,
preventing
social
isolation
and
maintaining
the
multifunctional
network
around
the
individuals,
support
caregivers,
families
and
care
organizations,
and
increasing
the
efficiency
and
productivity
of
used
resources
in
ageing
societies.1
However,
AAL
is
not
only
an
issue
of
technological
research
and
development
but
also
a
rapidly
growing
economic
sector
creating
new
jobs;
the
complexity
of
all
the
useful
innovations
in
the
field
of
AAL
demands
professionals
who
know
how
to
incorporate,
install,
service,
and
use
those
devices;
currently,
there
are
no
specific
further
vocational
trainings
available
in
Europe
related
to
the
use
and
development
of
AAL
systems
and
tools.
With
this
in
mind,
the
CompAAL
project
was
brought
to
life
and
which
has
been
funded
by
the
Leonardo
da
Vinci
Programme
of
the
European
Commission.
It
has
been
carried
out
by
eleven
European
organizations
from
Germany,
the
United
Kingdom,
Hungary,
France,
Spain,
Greece,
Bulgaria,
Switzerland
and
Austria,
all
of
them
stakeholders
in
the
field
of
training
for
ICT
jobs
and
vocational
education
in
the
AAL
field.
In
the
framework
of
the
project,
the
partnership
has
conducted
extensive
research
in
order
to
define
the
key
competences,
skills
and
knowledge
that
will
be
demanded
in
the
near
future
on
the
AAL
job
market.
The
consortium
closely
collaborated
with
training
institutions
as
well
as
policy
makers
and
experts
in
the
field
of
AAL
to
determine
a
consensus
on
the
training
needs
in
this
field
at
the
European
level.
On
this
basis,
a
compendium
of
5
AAL
European
Specialist
Profiles
has
been
defined
(AAL
Community
Manager,
AAL
Consultant,
AAL
Maintenance
Specialist,
AAL
Solutions
and
System
Developer
and
AAL
System
Architect),
which
are
accompanied
by
the
present
training
guidelines.
The
CompAAL
Training
guidelines
offer
guidance
for
European
training
institutions
and
for
all
people
involved
in
drafting
curricula,
as
it
describes
in
detail
which
knowledge,
skills
and
competences
need
to
be
acquired
in
order
to
qualify
for
job
positions
in
the
AAL
field.
It
also
describes
the
success
factors
for
training
AAL
professions
and
provides
suggestions
for
learning
units
in
which
those
learning
outcomes
could
be
trained
and
acquired.
Moreover,
these
guidelines
make
reference
to
the
main
European
frameworks
that
facilitate
the
transparent
and
comparable
description
of
qualifications:
the
European
Qualification
Framework
(EQF),
the
IT-­‐specific-­‐
e-­‐Competences
Framework
(e-­‐CF),
and
ECVET.
1
Ambient
Assisted
Living
Joint
Programme.
http://www.aal-­‐europe.eu
2
http://www.vdi.eu/

5.
5
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
1.2
The
chapters
With
the
aim
to
provide
a
comprehensive
set
of
learning
units
that
should
be
trained
by
VET
organizations
in
the
AAL
field,
and
which
are
based
on
learning
outcomes,
the
CompAAL
training
guidelines
are
structured
as
follows:
1.2.1
The
AAL
job
sector
This
chapter
describes
the
state
of
the
art
of
the
AAL
field
in
Europe,
based
on
the
results
of
the
desk
and
field
research
conducted
in
the
participating
countries.
This
section
also
contains
a
description
of
the
main
AAL
needs
in
terms
of
knowledge,
skills
and
competencies.
Moreover,
this
part
explains
the
importance
of
the
Vocational
Education
and
Training
system
in
promoting
AAL
knowledge,
which
is
insufficiently
trained
in
the
framework
of
currently
existing,
related
qualification
programs.
1.2.2
European
reference
frameworks
This
chapter
explains
the
need
and
benefits
of
common
reference
tools
for
transparency,
recognition
of
learning
outcomes
and
mobility
of
learners
in
Europe,
presenting
the
European
Qualification
Framework
(EQF),
the
e-­‐Competence
Framework
(e-­‐CF)
and
the
European
Credit
System
for
Vocational
Education
and
Training
(ECVET)
systems.
1.2.3
Success
factors
for
training
AAL
Professions
This
chapter
contains
the
“key
factors
and
core
skills
for
AAL
jobs”
that
should/must
be
taken
into
account
at
the
moment
to
prepare/train
people
for
job
roles
in
the
field
of
AAL.
These
key
factors
were
determined
after
the
national
desk
and
field
research
conducted
in
the
countries
represented
in
this
project.
1.2.4
The
Job
Role
Profiles
in
the
field
of
AAL
This
part
presents
the
five
Job
Role
Profiles
for
the
AAL
industry,
i.e.
AAL
Community
Manager,
AAL
Consultant,
AAL
Maintenance
Specialist,
AAL
Solutions
and
System
Developer
and
AAL
System
Architect.
For
each
AAL
profile
a
description
of
the
specific
role
within
an
organization
is
provided,
informing
as
to
when
it
is
needed,
why,
to
whom
it
is
related,
what
it
does
and
where.
In
addition,
an
explanation
of
the
relations
between
soft
and
technical
skills
in
the
implementation
of
the
job
is
given.
Additionally,
a
description
of
the
suggested
learning
units
structured
from
an
output-­‐oriented
perspective
are
presented,
which
means
a
definition
of
learning
outcomes
as
recommended
by
the
European
Qualification
Framework;
thus,
each
learning
unit
suggests
the
learning
outcomes
that
should
be
achieved
by
a
person
in
order
to
qualify
for
these
AAL
Job
Roles
on
the
European
labour
market.
1.3
The
target
groups
The
main
target
groups
for
the
present
training
guidelines
are:
Vocational,
Education
and
Training
(VET)
organizations
which
are
interested
in
adapting
their
training
offer
to
the
emerging
market
needs
for
new
fields
at
European
level
and
at
the
same
time
want
to
be
more
competitive
in
the
market.
As
the
document
reflects
the
training
needs
of
the
job
market
in
the
AAL
field,
the
key
factors
that
training
organizations
have
to
consider
at
the
moment
of
elaborating
training
modules,
and
the
main
learning
outcomes
that
students
should
reach
to
be
able
to
join
the
labour
market.
This

6.
6
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
document
will
support
VET
institutions
to
tailor
their
training
courses
according
to
them.
Chapter
2,
The
AAL
job
sector;
chapter
3,
European
reference
framework;
chapter
4,
Success
factors
for
training
AAL
professions;
and
Chapter
5,
The
Job
Role
Profiles
in
the
field
of
AAL
are
of
particular
importance
for
VET
institutions.
Employers
and/or
Human
Resources
Managers
in
charge
of
developing
in-­‐house
training
modules
and/or
recruiting
personnel.
This
training
guideline
for
AAL
sector
will
enable
these
professionals
to
determine,
whether
job
applicants
and
employees
with
the
identified
set
of
skills
are
sufficiently
qualified
for
job
positions
in
the
sector,
since
the
document
provides
practical
descriptions
of
the
core
skills
needed
for
AAL
jobs
and
also
a
proposal
on
how
to
train
professionals
in
this
area.
This
group
can
be
benefited
mostly
from
the
content
of
chapter
2,
The
AAL
job
sector;
chapter
4,
Success
factors
for
training
AAL
professions;
and
Chapter
5,
The
Job
Role
Profiles
in
the
field
of
AAL
(Potential)
employees,
in
particular
in
SMEs,
seeking
information
about
the
skills
sets
required
for
the
AAL
sector
and
identifying
personal
training
needs.
The
present
guidelines
will
support
(potential)
employees
in
gaining
insight
into
knowledge,
skills
and
competencies
required
at
the
European
level
in
the
field,
enabling
them
to
determine
whether
they
are
sufficiently
skilled.
The
professionals
of
the
AAL
field
can
find
information
on
their
specific
interests
in
Chapter
2,
The
AAL
job
sector;
chapter
4,
Success
factors
for
training
AAL
professions;
and
Chapter
5,
The
Job
Role
Profiles
in
the
field
of
AAL.
In
general,
the
Training
Guidelines
present
relevant
information
for
all
the
stakeholders
interested
in
finding
out
which
knowledge,
skills
and
competences
are
required
to
succeed
in
the
labour
market
in
the
field
of
ambient
assisted
living
across
the
EU.
2.
The
AAL
job
sector
2.1
State
of
the
art
Aiming
at
determining
the
state
of
the
art
in
the
field
of
AAL
across
Europe
the
CompAAL
consortium
conducted
extensive
desk
research
in
regard
to
AAL
related
European
projects
and
proceeded
with
in-­‐
depth
desk
and
field
research
in
eight
participating
countries
(Greece,
Germany,
France,
Austria,
Switzerland,
Hungary,
Bulgaria,
and
Spain).
Along
with
exploring
the
development
of
the
field
of
AAL
in
each
country,
the
research
aimed
at
specifying
the
existing,
as
well
as
the
future
knowledge,
skills
and
competence
needs
in
the
area
of
AAL.
It
is
worth
noting
here
that
for
most
of
the
participating
countries
there
are
no
current
studies
available
about
the
status
quo
of
AAL
professions
and
the
competence
needs
in
this
still
very
new
sector;
therefore,
in
the
context
of
the
field
research
conducted
the
consortium
gathered
data
directly
from
professionals
working
in
the
field
of
AAL
either
in
R&D
or
as
existing
practitioners.
The
data
was
collected
by
means
of
a
standardised
questionnaire
and
interviews.
Recent
advances
in
Information
and
Communication
Technologies
(ICT)
have
given
great
potential
to
address
the
needs
of
elderly
persons
and
to
assist
them
in
their
effort
to
retain
their
independency
and
mobility
and
to
stay
healthier
and
remain
active
and
socialized
longer.
In
response
to
these
opportunities
and
challenges,
a
vast
number
of
technology-­‐based
R&D
activities
have
focused
on
the
ageing
population.

7.
7
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
In
the
context
of
these
activities,
Ambient
Assisted
Living
(AAL)
constitutes
a
fundamental
research
domain
in
which
Europe
has
invested
heavily.
AAL
refers
to
intelligent
systems
of
assistance
for
a
better,
healthier
and
safer
life
in
one's
preferred
living
environment
and
covers
concepts,
products
and
services
that
interlink
and
improve
new
technologies
and
the
social
environment
[van
den
Broek,
Cavallo,
&
Wehrmann,
2010].
AAL
integrates
a
wide
range
of
technologies
and
has
been
implemented
in
several
application
domains
[van
den
Broek,
Cavallo,
&
Wehrmann,
2010],
such
as
home
and
mobile
support
(focusing
on
rehabilitation
and
care,
personal
and
home
safety
and
security,
etc.),
the
community
(addressing
social
inclusion,
entertainment
and
mobility)
and
the
workplace
(aiming
at
work-­‐related
needs).
However,
the
demands
determining
its
characteristics
can
significantly
vary
between
different
countries
and
can
be
market-­‐driven,
customer/society-­‐driven,
and/or
technology-­‐driven.
As
a
result,
European
countries
do
not
share
a
common
status
in
the
AAL
field
in
terms
of
understanding,
prioritizing
and
implementation.
Germany
is
the
leading
expert
having
associations
such
as
The
Association
of
German
Engineers2
(VDI),
institutes
such
as
VDI|VDE|IT3
,
as
well
as
a
strong
national
agenda
focusing
on
the
AAL
field.
Several
AAL-­‐
related
projects
have
taken
place
at
a
national
level,
while
many
German
research
centers
and
companies
participate
in
various
EU
R&D
projects.
These
research
efforts
focus
both
on
technological
and
social
aspects.
On
the
other
hand,
Austria
is
an
emerging
player
in
the
AAL
field
having
a
national
research
agenda
that
focuses
mainly
on
social
issues
and
acceptance
of
innovative
AAL
products.
Along
the
same
lines,
studies
and
reports
in
both
France
and
Switzerland
indicate
a
strong
national
policy
for
AAL,
yet
they
lack
in
relevant
national
funding
programmes.
Greece
and
Spain
have
shown
increased
activity
in
the
AAL
field,
however
due
to
the
lack
of
respective
national
policies,
the
research
efforts
are
either
performed
independently
or
solely
under
EU
funding
schemes.
A
sound
difference
between
these
two
countries
is
that
Greece
focuses
more
on
technology,
while
Spain
is
interested
more
on
the
social
aspect
of
AAL.
Likewise,
Hungary
and
Bulgaria
do
not
have
any
In
general,
the
research
efforts
across
European
countries
are
currently
mainly
driven
by
European
Programmes,
and
more
specifically
by
a
dedicated
action
in
the
7th
Framework
Programme
and
the
AAL
Joint
Programme4
(AAL
JP).
These
programmes
fund
a
large
number
of
projects
establishing
a
favorable
environment
for
the
emergence
of
innovative
ICT-­‐based
products,
services
and
systems
for
ageing
well.
Some
examples
of
these
projects
are
AALUIS5
that
focuses
on
user
interfaces,
SOCIALIZE6
that
aims
at
2
http://www.vdi.eu/
3
http://www.vdivde-­‐it.de/
4
http://www.aal-­‐europe.eu/
5
http://www.aaluis.eu/
6
http://www.aal-­‐europe.eu/projects/socialize/

8.
8
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
promoting
elderly
social
interaction
and
ENTRANCE7
that
develops
a
serious
game
to
assist
navigation
and
way
finding.
Apart
from
the
enormous
attention
AAL
has
received
at
a
research
level,
it
is
becoming
increasingly
commercialized,
emerging
as
a
rapidly
growing
economic
sector
and
creating
new
jobs.
Various
market
products,
which
are
mainly
the
results
of
research
projects
and
rising
expectations
for
more
sophisticated
systems
and
services
that
will
be
available
in
the
near
future,
are
available.
This
market,
which
will
grow
bigger
as
people
live
longer,
poses
special
requirements
for
new
qualifications
that
will
lead
to
experienced
and
competent
personnel
able
to
support
all
aspects
of
the
AAL
value
chain.
Trying
to
draw
the
picture
of
a
potential
AAL
labour
market,
the
existing
AAL
literature
indicates
several
job
sectors
along
the
AAL
value
chain.
The
core
job
sectors
are
considered
to
be
AAL
Caregiving
that
is
responsible
for
medical
issues,
AAL
solutions/
service
developing/
providing
that
is
in
charge
of
developing
AAL
products
and
supplying
the
market
with
them
and
AAL
Network
Providing
that
offers
and
maintains
the
communication
infrastructure.
In
addition,
there
are
some
secondary
job
sectors
that
include
AAL
Usability,
AAL
Architecture,
AAL
Financial
Management,
AAL
Ethics,
AAL
Social
Networking,
AAL
Assisting/
Consulting
and
AAL
Maintenance
Engineering.
It
should
be
noted
that
the
identified
AAL
job
sectors
may
differ
significantly
in
various
aspects
from
country
to
country.
This
happens
due
to
existing
differences
in
cultural
and
educational
backgrounds
as
well
as
different
needs
driving
the
AAL
market
among
different
countries.
For
instance,
the
terminology
used
to
describe
the
AAL
job
sectors
is
not
common
across
European
countries,
as
their
nature
may
be
either
more
theoretical
or
more
applied.
Another
interesting
observation
is
that
there
is
a
general
trend
towards
hybrid
job
sectors
that
combine
high-­‐level
technical
skills
and
so-­‐called
soft
skills
in
relatively
equal
proportions.
A
representative
example
is
the
AAL
Coaching
job
sector
found
in
Switzerland
and
Austria,
which
includes
responsibilities
from
AAL
solutions/
service
developing/
providing,
AAL
Usability
and
AAL
Assisting/
Consulting.
Nevertheless,
since
AAL
is
a
relatively
young
research
domain,
its
commercial
diffusion
is
still
very
limited,
which
is
verified
by
the
AAL
products
available
in
the
market
that
are
very
simple
and
possessing
very
little
functionality
compared
to
those
developed
in
lab
environments
and
used
for
R&D
purposes.
Therefore,
the
AAL
job
sectors
suggested
by
the
present
study
only
constitute
a
first
attempt
to
determine
the
most
important
AAL-­‐related
job
sectors
at
a
pan-­‐European
level.
Various
modifications
of
those
job
sectors
that
aim
either
at
making
them
less/more
hybrid
and
specialized,
or
even
more
simplified
are
already
detected
and
may
be
more
developed
according
to
the
specific
characteristics
and
the
market
trends
of
each
country.
2.2
The
market
needs
Although
the
R&D
community
has
produced
a
large
number
of
innovative
products,
these
can
only
be
disposed
and
implemented
successfully
if
the
relative
market
players
have
well-­‐qualified
personnel.
The
AAL
field
needs
professionals
from
various
fields
that
are
aware
of
AAL
technologies
and
AAL
products’
7
http://www.aal-­‐europe.eu/projects/entrance/

9.
9
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
functionalities
and
capabilities,
and,
in
some
cases,
are
able
to
promote,
setup,
maintain
and
use
AAL
products.
The
job
sectors
presented
in
the
previous
section
provide
an
ideal
picture
of
the
overall
AAL
value
chain
and
can
act
as
a
roadmap
to
determine
the
qualifications
required
to
establish
AAL
specialists.
A
more
detailed
view
of
the
actual
AAL
market
needs
can
be
drawn
by
connecting
the
expected
to
appear
AAL
job
sectors
and
the
existing
real
life
professions/qualifications
that
will
possibly
develop
an
AAL
dimension
in
the
near
future.
Such
a
connection
makes
sense
due
to
the
fact
that
AAL
is
still
at
an
early
stage
concerning
its
commercialization
and
exclusive
AAL
professions
do
not
exist
at
the
moment.
Therefore,
the
existing
professions
are
called
to
cover
the
AAL
market
needs
at
this
stage.
The
following
table
(Table
X),
shows
indicative
examples
of
professions
mapped
to
each
AAL
job
sector.
Job
sector
Professions
AAL
Assisting/
Consulting
Consultant,
Computer
engineer
AAL
solutions/
service
developing/
providing
Software
Engineer
AAL
Usability
Ergonomics
designer
AAL
Social
networking
Social
worker
AAL
Caregiving
Medical
expert,
Physician,
Nurse
AAL
Ethics
Lawyer
AAL
Architecture
Civil
Engineer,
Architect
AAL
Network
Providing
Network
Engineer,
Telecommunications
technician
AAL
Financial
Managing
Accountant
AAL
Maintenance
engineering
Electrical
Engineer
Table
1.
Existing
professions
mapped
to
the
AAL
job
sectors

10.
10
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
2.3
The
role
of
VET
In
view
of
the
growing
skills
shortages
in
a
number
of
technical
disciplines
and
considering
the
articulated
needs
and
requirements
of
the
industry
itself,
the
role
of
vocational
education
and
training
(VET)
is
becoming
ever
more
important.
A
recent
working
paper
in
the
OECD
Employment
Outlook
2011,
'Right
for
the
Job:
overqualified
or
underskilled?'8
reports
that
there
is
a
growing
mismatch
in
both,
skills
and
qualifications,
which
affect
not
only
wages
and
job
satisfaction,
but
also
the
willingness
to
look
for
work
while
still
employed.
This
is
supported
by
a
report
produced
by
the
European
Commission
Expert
Group,
'New
Skills
for
New
Jobs:
Action
Now'9
.
The
skills
gap
could
reach
more
than
700,000
by
the
year
2015,
according
to
the
'Digital
Agenda
for
Europe'.
Finding
suitable
personnel
is
part
of
the
equation,
but
it
is
equally,
if
not
more,
important
that
those
who
wish
to
pursue
jobs
in
these
newer
technical
areas
are
adequately
and
appropriately
trained.
This
responsibility,
of
course,
falls
to
VET
providers;
that
is,
all
organizations
(or
perhaps
departments
of
larger
corporate
entities)
that
prepare
individuals
for
entering
specific
job
fields.
The
training
offered
must
reflect
actual
industry
needs
and
requirements,
but
it
must
go
further
as
well.
Research10
has
shown
that
in
addition
to
technical
skills,
other
skills
and
competences,
primarily
so-­‐called
"soft"
or
behavioral
skills
are
also
needed
and
should
be
included
in
the
training.
The
profiles
developed
for
the
CompAAL
project
take
these
requirements
into
consideration.
The
training
of
these
skills
and
competences
should
not
be
undertaken
as
a
separate
subject-­‐matter
field;
rather
it
is
recommended
that
these
be,
at
least
in
part,
addressed
through
the
use
of
alternative
teaching
and
learning
approaches.
In
addition
to
the
specific
suggestions
made
in
relation
to
the
behavioural
skills
and
competences
to
be
acquired
in
relation
to
the
CompAAL
profiles,
there
are
some
general
suggestions
regarding
teaching
and
learning
methodologies
that
are
included
here.
It
should
be
clear
by
now
that
the
CompAAL
project
subscribes
to
a
holistic
view
of
education
and
training,
but
one
that
derives
from
the
rigid
application
of
a
learning-­‐outcome
approach
that
includes
"soft"
as
well
as
"hard"
skills
in
the
training.
The
shift
from
an
instructor-­‐
or
content-­‐centric
view
of
curriculum
to
a
learner-­‐centred
view
requires
a
different
context
for
learning,
one
that
is
more
closely
associated
to
real-­‐life,
one
that
is
closer
to
the
actual
work
environment
than
traditional
classroom
learning.
8
http://www.oecd.org/dataoecd/47/15/48650012.pdf
9
http://e-­‐jobs-­‐observatory.eu/sites/e-­‐jobs-­‐observatory.eu/files/New_Skills%20for%20New%20Jobs.pdf
10
Cf.
ProInterNet
"Status
Quo
Report"
(online
at
http://www.e-­‐jobs-­‐observatory.eu/sites/e-­‐jobs-­‐
observatory.eu/files/Synthesis%20Report%20-­‐%20Draft_V2.pdf)
and
the
EQF-­‐iServe
Training
Guidelines
(online
at
http://www.adam-­‐europe.eu/prj/7254/prj/Training%20Guidelines%20iServe%20final%20-­‐%20UK.pdf)

11.
11
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
3.
European
reference
frameworks
3.1
The
need
of
common
reference
tools
In
order
to
ensure
more
transparency
and
comparability
of
qualifications
among
the
EU
member
states,
and
to
enhance
mobility
of
professionals
and
students,
the
European
Union
and
other
working
groups
committed
to
the
harmonisation
of
qualifications,
have
developed
different
tools.
These
tools
are
generic
reference
frameworks
such
as
the
European
Qualification
Framework
to
which
qualifications
can
be
referred
and
mapped
or
more
sector-­‐specific
reference
frameworks,
such
as
the
e-­‐Competence
Framework
for
qualifications
in
the
field
of
ICT,
as
well
as
the
ECVET
(European
Credit
System
of
Vocational
Education
and
Training).
These
tools
are
implemented
in
the
national
vocational
training
systems
of
more
and
more
European
countries
every
year.
This
is
why
the
present
document
and
training
guidelines
were
based
on
and
are
relating
to
these
instruments,
which
we
will
be
explaining
in
the
following
sub-­‐chapter.
3.1.1
European
Qualification
Framework
The
European
Qualification
Framework
for
lifelong
learning
(EQF)
provides
a
common
reference
framework,
which
assists
in
comparing
the
national
qualifications
systems,
frameworks
and
their
levels.
It
serves
as
a
translation
device
to
make
qualifications
more
readable
and
understandable
across
different
countries
and
systems
in
Europe,
and
thus
promotes
lifelong
and
lifelong
learning,
and
the
mobility
of
European
citizens
whether
for
studying
or
working
abroad.
In
order
to
make
the
EQF
work,
European
countries
participating
in
"Education
and
Training
2020"
are
invited
to
relate
their
national
qualifications
levels
to
the
appropriate
levels
of
the
EQF
and
to
indicate
in
all
new
qualification
certificates,
diplomas
and
Europass
documents
the
relevant
EQF
level.
The
EQF
will
relate
different
countries’
national
qualifications
systems
and
frameworks
together
around
a
common
European
reference
–
its
eight
reference
levels.
The
EQF
applies
to
all
types
of
education,
training
and
qualifications,
from
school
education
to
academic,
professional
and
vocational.
The
eight
reference
levels
are
described
in
terms
of
learning
outcomes.
The
EQF
recognizes
that
Europe’s
education
and
training
systems
are
so
diverse
that
a
shift
to
learning
outcomes
is
necessary
to
make
comparison
and
cooperation
between
countries
and
institutions
possible.
In
the
EQF
a
learning
outcome
is
defined
as
a
statement
of
what
a
learner
knows,
understands
and
is
able
to
do
on
completion
of
a
learning
process.
The
EQF
therefore
emphasizes
the
results
of
learning
rather
than
focusing
on
inputs
such
as
length
of
study.
Learning
outcomes
are
specified
in
three
categories
–
as
knowledge,
skills
and
competence11
.
3.1.2
e-­‐Competence
Framework
(eCF)
The
e-­‐Competence
Framework
is
a
tool
to
describe
the
skills
of
professionals
in
ICT-­‐related
job
roles.
Thus,
the
e-­‐CF
is
an
ICT
sector-­‐specific
reference
for
job
role
descriptions,
skill
development,
training
and
education.
It
has
been
developed
in
the
context
of
the
CEN
workshop
on
ICT
skills
by
a
large
number
of
11
http://ec.europa.eu/eqf/home_en.htm

12.
12
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
European
ICT
and
HR
experts.
The
eCF
consists
of
a
set
of
36
ICT
competences
that
can
be
used
and
understood
by
ICT
user
and
supply
companies,
the
public
sector,
educational
and
social
partners
across
Europe.
The
European
e-­‐Competence
Framework
is
structured
in
four
dimensions.
These
dimensions
reflect
different
levels
of
business
and
human
resource
planning
requirements
in
addition
to
job/
work
proficiency
guidelines.
The
four
dimensions
of
the
e-­‐CF
are
specified
as
follows:
Dimension
1:
5
e-­‐Competence
areas,
derived
from
the
ICT
business
processes:
PLAN – BUILD – RUN – ENABLE – MANAGE
Dimension
2:
A
set
of
e-­‐Competences
for
each
area,
with
a
generic
description
for
each
competence.
36
competences
identified
in
total
provide
the
European
generic
reference
definitions
of
the
e-­‐CF
2.0.
Dimension
3:
Proficiency
levels
of
each
e-­‐Competence
provide
European
reference
level
specifications
on
e-­‐Competence
levels
e-­‐1
to
e-­‐5,
which
are
related
to
the
EQF
levels
3
to
8.
Dimension
4:
Samples
of
knowledge
and
skills
relate
to
e-­‐Competences
in
dimension
2.
They
are
provided
to
add
value
and
context
and
are
not
intended
to
be
exhaustive.
The
qualification
profiles
of
the
five
AAL
profiles,
developed
in
project
CompAAL
on
which
the
present
guidelines
are
based,
follow
mainly
Dimension
1
-­‐
competence
areas,
delivered
from
the
ICT
business
process
proposed
by
the
eCF.
The
main
purpose
of
the
eCF
is
to
provide
a
common
language
to
describe
the
competences
of
ICT
professionals
and
meet
the
needs
for
businesses
and
other
organizations.
It
is
intended
to
support
decision-­‐
making
in
relation
to
the
selection
and
recruitment
of
candidates,
as
well
as
the
training
and
assessment
of
ICT
professionals12
.
3.1.3
ECVET
The
European
Credit
system
for
Vocational
Education
and
Training
(ECVET)
is
the
new
European
instrument
to
promote
mutual
trust
and
mobility
in
vocational
education
and
training.
Developed
by
Member
States
in
cooperation
with
the
European
Commission,
ECVET
was
adopted
by
the
European
Parliament
and
the
Council
in
2009.
The
adoption
and
implementation
of
ECVET
in
the
participating
countries
is
voluntary.
ECVET
is
based
on
concepts
and
processes
which
are
used
in
a
systematic
way
to
establish
a
common
and
user-­‐friendly
language
for
transparency,
transfer
and
recognition
of
learning
outcomes.
Some
of
these
concepts
and
processes
are
already
embedded
in
many
qualifications
systems
across
Europe.
12
http://www.ecompetences.eu/

13.
13
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
ECVET
is
based
on:
• Learning
outcomes,
which
are
statements
of
knowledge,
skills
and
competence
that
can
be
achieved
in
a
variety
of
learning
contexts.
• Units
of
learning
outcomes
that
are
components
of
qualifications.
• Units
that
can
be
assessed
validated
and
recognised.
• ECVET
points,
which
provide
additional
information
about
units
and
qualifications
in
a
numerical
form.
Credit
that
is
given
for
assessed
and
documented
learning
outcomes
of
a
learner.
• Credit
can
be
transferred
to
other
contexts
and
accumulated
to
achieve
a
qualification
on
the
basis
of
the
qualifications
standards
and
regulations
existing
in
the
participating
countries
Mutual
trust
and
partnership
among
participating
organisations.
These
are
expressed
in
Memoranda
of
Understanding
and
Learning
Agreements13
.
Since
its
adoption
in
2009
countries
and
the
Commission
are
putting
important
emphasis
on
testing
and
further
developing
of
this
instrument.
In
2014
(five
years
after
the
adoption
of
the
ECVET
Recommendation)
the
Commission
will
report
to
the
European
Parliament
and
the
Council
on
the
results
of
the
testing
and
the
assessment
of
actions
taken
at
Member
State
level.
4.
Success
factors
for
training
AAL
Professions
4.1
How
soft
skills
relate
to
technical
skills
In
addition
to
the
core
competences
listed
and
described,
the
CompAAL
Project
has
identified
five
technical
competences
that
relate
to
the
role
profiles
as
well.
These
are
listed
in
Table
3.
ID
Description
T01
Can
measure
and
report
on
AAL
T02
Has
knowledge
about
existing
best
practice
frameworks
in
IT
T03
Can
explain
how
(technical)
AAL
measures
add
value
to
the
business
T04
Has
knowledge
about
compliance
with
healthcare
laws
and
policies
13
http://www.ecvet-­‐projects.eu/About/Default.aspx

14.
14
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
ID
Description
T05
Has
knowledge
about
latest
AAL
developments
Table
2:
Technical
Skills
for
AAL
Professions
These
are
general
competence
areas
that
deal
specifically
with
current
practice,
future
developments,
and
the
meaning
and
legitimacy
of
AAL
issues.
As
was
pointed
out
in
Section
4,
AAL
practitioners
straddle
two
very
different
worlds:
information
technology
and
healthcare.
It
cannot
be
said
that
either
of
these
fields
is
more
important
than
the
other,
rather
a
sound
understanding
of
how
the
technical
aspects
of
the
job
fit
into
the
area
of
care-­‐giving
is
just
as
important
as
knowing
that
proper
care
can
be,
and
often
is,
enhanced
by
the
targeted,
reasoned,
and
knowledgeable
inclusion
of
the
right
technologies.
4.1.1
Specific
profile
descriptions
The
CompAAL
consortium
focused
primarily
on
the
22
core
competences
(five
technical,
12
behavioural,
five
management),
which
were
identified.
For
each
eCF
competence,
further
consideration
was
given
to
which
core
competences
relate
or
are
essential
to
the
optimal
exercising
of
the
given
eCF
competence.
This
added
dimension
reflects
the
findings
of
the
desk
and
field
research
conducted
in
conjunction
with
previous
research,
displayed
in
the
National
AAL
qualification
profiles
document.
These
findings
were
further
supported
by
research
done
in
other
projects,
such
as
ProInterNet
(504025-­‐LLP-­‐1-­‐ES-­‐LEONARDO-­‐
LNW,
2009-­‐2204/001-­‐001)
and
EQF-­‐iServe
(2010-­‐1-­‐FR1-­‐LEO05-­‐14477).
It
is
these
core
competences
that
"round
out"
the
individual
and
allow
him/her
to
perform
his/her
job
more
effectively.
The
hybrid
nature
of
these
job
profiles
emphasizes
this.
Technical
savvy
is
only
part
of
the
formula
for
success.
A
broad
knowledge
base
related
to
the
AAL
field,
well-­‐developed
personal
and
interpersonal
skills,
and
the
ability
to
work
with
and
lead
others
are
more
important
than
ever.
As
these
core
competences
span
the
entire
range
of
the
specific
e-­‐CF
competences,
it
is
felt
that
these
would
be
best
addressed
in
a
training
programme
via
instructional
techniques
and
teaching/learning
methods.
These
are
competence
areas
that
are
best
attained
through
"learning
by
doing".
4.1.2
Alternate
methodologies
and
assessment
For
this
reason,
role-­‐playing,
project
work,
and
simulations
appear
to
be
particularly
effective
tools
for
developing
them.
First,
simulations
can
be
an
effective
tool.
Since
vocational
education
and
training
should
occur
as
close
to
the
job
as
possible,
yet
many
learners
may
not
have
a
job
or
be
between
jobs
while
they
are
going
through
training,
simulated
environments
can
be
effective
for
any
number
of
learning
activities.
For
example,
one
learns
presentation
skills
best
by
presenting.
These
activities
can
be
handed
over
to
the
learners
for
their
production
and
delivery,
whereby
the
instructor
takes
on
more
of
a
facilitating
rather
than
instructional
role.
Ethical
behaviour
can
be
covered
in
part
by
lectures,
of
course,
but
there
are
any
numbers
of
role-­‐playing
scenarios
that
could
be
developed,
which
require
a
decision
on
the
part
of
the
participants.
Given
that
the
EQF
highlights
the
importance
of
problem-­‐solving
skills
at
various
levels
of
responsibility
and
autonomy,
it
is
reasonable
to
deduce
that
one
cannot
learn
to
solve
problems
without
being
confronted
with
problems
to
solve.
Simulations
–
which
include
role-­‐playing,
certain
games,
as
well
as
scenario-­‐based
situations
–
can
be
an
effective
vehicle
for
presenting
problems
with
varying
degrees
of

15.
15
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
difficulty
and
requiring
the
use
of
various
resources
for
their
solution.
Simulations
go
beyond
simple
working
in
pairs
or
in
small
groups,
as
each
participant
must
both
work
with
others
in
the
group
to
identify
and
analyse
the
problem
to
be
solved,
but
also
contribute
to
identifying
and
acquiring
the
necessary
resources
to
affect
a
reasonable
solution.
Second,
as
all
modern-­‐technology-­‐influenced
positions,
such
as
those
identified
here,
will
require
a
great
deal
of
time
online,
it
makes
sense
that
some
portion
of
the
training
also
occur
online,
that
is
in
a
virtual
learning
environment.
Collaborative
working
at
a
distance
is
becoming
an
increasingly
common
form
of
work,
so
online
exercises
of
this
type
(which
could
also
include
simpler,
intranet-­‐based
exercises)
would
be
helpful.
Stated
differently,
problem-­‐solving
scenarios
can
be
developed
for
face-­‐to-­‐face
or
for
online
participation.
Furthermore,
access
to
the
Internet
and
the
wide
variety
of
resources
available
there
provide
an
excellent
opportunity
for
addressing
essential
topics
such
as
the
validity
and
reliability
of
information,
the
quality
of
websites,
and
much
more.
These
could
be
reviewed
and
discussed
in
either
real
or
virtual
classrooms.
Third,
in
light
of
the
breadth
of
the
behavioural
and
business
skills
and
competences
that
underlie
the
successful
performance
of
these
kinds
of
jobs,
it
is
highly
recommended
that
a
project
methodology
be
adopted
wherever
feasible.
Ideally,
the
training
provider
will
have
close
relationships
with
relevant
companies
in
the
area.
Many
training
providers
have
clients
where
learners
can
be
placed
upon
the
completion
of
their
training
and
who
would
be
able
to
benefit
from
getting
a
closer
look
at
the
candidates
in
a
quasi-­‐professional
environment.
It
might
be
possible,
as
well,
to
work
with
a
cluster
of
such
companies
to
facilitate
the
identification
of
a
type
of
"real-­‐world"
project
that
can
then
serve
as
the
basis
for
structuring
the
instruction
and
facilitation
of
learning.
Lastly,
the
notion
of
assessment
needs
to
be
addressed.
A
learning-­‐outcome-­‐based
approach,
especially
one
that
incorporates
alternative
learning
and
teaching
methodologies,
requires,
by
its
very
nature,
a
different
approach
to
assessment
than
traditionally
employed.
Multiple-­‐choice,
short-­‐answer,
and
essay
answers
are
not
well
suited
to
determining
the
actual
achievement
of
a
particular
outcome.
Further,
cooperative
and
collaborative
forms
of
learning,
such
as
in
simulations
or
project-­‐based
approaches,
do
not
lend
themselves
well
to
traditional
methods
of
individual-­‐directed
assessment.
This
is
a
very
new
area
of
interest
and
not
yet
well
developed.
Here
some
creativity
and
innovation
will
be
required
to
find
efficient
and
effective
methods
for
the
future.
The
knowledge,
skills
and
competences
to
be
developed
in
the
training
of
any
AAL
job
profile
are
both
far-­‐
reaching
and
comprehensive.
Given
the
variability
of
the
duration
and
mode
of
such
training,
it
will
most
often
not
be
possible
to
address
each
and
every
area
specified.
There
are,
nevertheless,
a
variety
of
approaches
and
techniques,
based
on
a
thorough
analysis
of
the
requirements
described
above,
that
could
be
helpful
for
the
training
provider
when
it
comes
to
developing
specialized
training
for
a
particular
job
profile14
.
14
http://aec.ifas.ufl.edu/abrams/step/explanation.pdf

16.
16
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
4.2
Core
skills
for
AAL
jobs
4.2.1
Behavioural
skills
Our
researches
during
the
CompAAL
project
identified
that
when
recruiting
a
new
employee,
managers
and
recruiters
perform
a
first
selection
on
technical
skills
by
elimination
of
candidates
who
do
not
demonstrate
to
have
the
right
technical
competences.
Then
in
a
second
step
a
positive
choice
is
done
to
choose
the
one
which
will
be
engaged
and
the
decision
for
this
final
selection
is
mostly
done
on
behavioural
skills.
This
demonstrates
the
importance
of
soft
and
transversal
skills
on
the
labour
market.
Training
and
developing
those
soft
and
transversal
skills
is
often
missing
in
training
organizations
as
they
mainly
focus
on
technical
skills.
This
is
why
the
CompAAL
training
guidelines
also
take
in
account
those
skills
and
propose
solutions
and
approaches
to
training
organizations
in
order
to
develop
those
abilities
for
the
students.
Soft
skills
or
behavioural
skills
refer
to
the
collection
of
personal,
positive
attributes
and
competencies
that
enhance
relationships,
job
performance
and
provide
value
to
the
market.
When
we
think
of
soft
skills,
abilities
come
to
our
minds
such
as
being
able
to
listen,
communicate
effectively,
be
positive,
handle
conflicts,
be
trustful,
be
a
team
player
etc.
12
behavioural
and
soft
skills
were
identified
by
the
CompAAL
study
as
decisive
s
in
the
AAL
field.
In
these
guidelines,
we
refer
to
“Behavioural
Skills”
that
are
known
in
general
as
“soft
skills”,
which
are
interrelated
to
technical
and
business
skills.
A
selection
or
combination
of
the
three
categories
of
skills
will
define
a
specific
role
profile
for
an
AAL
Profession
(Table
3).
ID
Description
B01
Is
creative,
imaginative,
B02
Is
ethical
B03
Is
precise
and
aware
of
details
B04
Is
customer
oriented
B05
Is
committed
to
corporate
strategy
and
aware
of
corporate
culture
B06
Has
good
interpersonal
skills
B07
Has
presentation/moderation
skills
B08
Can
communicate
(including
in
foreign
languages
if
useful)

17.
17
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
ID
Description
B09
Can
work
in
a
team
B10
Can
seek,
organize
and
synthesize
B11
Can
analyse
(assess,
evaluate,
critique,
test)
B12
Can
explain
(defend,
argue,
justify)
Table
3:
Behavioural
Skills
for
AAL
Professions
4.2.2
How
to
train
behavioural
skills
for
AAL
professions
Soft
skills
were
identified
as
being
decisive
in
the
recruitment
process,
and
they
are
often
not
sufficiently
trained
or
taught
in
training
organizations.
Thus
this
chapter
is
intended
as
a
support
for
training
organizations
to
integrate
the
training
of
these
skills
into
the
current/
future
curricula.
It
is
quite
easy
to
evaluate
technical
skills
with
numeric
values,
the
soft
skills
are
less
tangible
and
so
more
difficult
to
assess,
and
thus
also
in
risk
of
being
biased
by
the
personal
relationship
between
trainer
and
student.
Nevertheless,
awareness
of
the
importance
of
those
skills
is
the
first
aim
that
trainers
should
achieve
and
develop
with
trainees.
To
evaluate
those
skills
the
EQF
and
e-­‐CF
descriptors
are
totally
adapted.
Discussion
and
exchange
between
trainer
and
trainee
about
the
descriptor
and
how
the
trainee
implements
it
in
his
approach
is
a
valuable
way.
B01:
Is
creative,
imaginative
Many
researches
have
shown,
that
the
efficient
usage
of
both
brain
hemispheres
significantly
improves
the
working
processes,
in
other
words
the
right
(creative)
and
the
left
(linear)
sides
of
our
brain
need
to
be
fully
activated
to
produce
the
maximum
productivity.
Some
considerations
for
the
trainer:
In
the
creative
process
we
find
four
roles,
which
the
trainer
can
include
in
an
exercise:
The
Explorer.
The
Explorer
seeks
materials
to
build
an
idea.
Unusual
patterns,
unknown
areas
and
a
variety
of
viewpoints
are
an
Explorer’s
favourite
circumstances.
You
act
as
an
Explorer
when
you:
• Participate
in
a
scavenger
hunt
game
• Go
to
a
speaker
outside
your
area
of
study
The
Artist.
The
Artist
takes
the
material
gathered
and
adds
a
special
twist
to
it.
Intuition,
rearranging
things,
looking
at
things
backward
or
upside
down
may
be
the
Artist’s
tools.
You
act
as
an
artist
when
you:

18.
18
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
• Cook
a
gourmet
meal
• Design
an
unusual
costume
for
a
Halloween
party
The
Judge.
The
Judge
evaluates
the
ideas
potential.
Looking
for
drawbacks,
deciding
if
the
time
is
right
and
questioning
your
assumptions
are
tasks
for
the
Judge.
You
act
as
Judge
when
you:
• Go
comparison
shopping
• Make
an
investment
The
Warrior.
The
Warrior
fights
for
the
implementation
of
the
newly
created
idea.
Warriors
overcome
excuses,
clear
obstacles;
fight
it
out
in
the
trenches.
You’re
a
Warrior
when
you:
• Actively
support
a
political
cause
• Are
involved
in
competitive
sports
The
trainer
has
to
show
the
learners
where
the
mental
blocks
to
the
creative
thinking
are,
to
help
them
to
overcome
them
and
to
develop
willingness
to
be
risky,
playful,
and
innovative:
• Not
being
too
cautious,
logical,
or
fearful.
• Not
judging
ideas
before
they
have
a
chance
to
develop.
• Letting
your
mind
explore
options
which
seem
absurd.
• Making
your
thinking
as
funny
and
playful
as
possible.
• Breaking
out
of
conventional
thinking.
• Awareness
of
your
own
internal
censor.
In
each
working
situation
professionals
try
to
reuse
solutions
they
already
developed
in
another
context.
In
the
AAL
field,
one
of
the
most
important
issues
is
to
design
solutions
taking
into
account
the
context
and
the
users.
AAL
solutions
must
be
tailored
to
the
very
individual
needs
of
the
AAL
user,
the
social
framework,
the
health
status
and
need
of
health
care
or
any
other
support
in
the
daily
life
and
thus
require
flexible
and
creative
thinking,
in
order
to
determine
the
best
individual
solution
possible.
Exercises
during
training
in
designing
different
solutions
to
reach
a
goal
is
a
valuable
way
to
imagine
other
solutions,
then
at
the
end
choosing
the
best
adapted
to
the
context.
B02:
Is
ethical
Ethics
in
the
field
of
ambient
assisted
living
mean
what
the
involved
stakeholders
‘should’
do
as
the
right
thing,
for
the
good
to
the
users
and
for
those
who
may
be
collaterally
affected
as
well
as
for
the
common
benefit.
The
ethical
responsibility
of
businesses
can
be
considered
in
terms
(for
example)
of
discounting
the
prices
and
therefore
make
the
service
available
for
a
wider
group
of
elderly
people.

19.
19
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
The
employees
will
probably
face
some
difficulties
where
they
will
be
forced
to
take
complex
decisions;
some
of
those
decisions
will
have
to
be
taken
according
to
ethical
standards.
Research
has
shown
that
the
best
way
of
training
“ethics”
is
to
present
difficult
social
situations
to
the
learners,
which
have
to
be
solved
in
groups
or
individually.
The
trainer
is
open
to
decide
on
the
type
of
exercise
according
to
the
audience.
An
example
for
such
an
exercises
is:
1. How
to
define
a
price
for
a
service
or
a
product?
Do
we
set
up
the
price
for
the
maximum
acceptable
from
the
market?
2. Do
we
lower
the
price
to
make
it
more
affordable
by
users?
Each
trainee
has
to
defend
and
argue
one
of
the
2
positions
then
debriefing
is
done
with
questions
raised
up
by
trainer
and
the
implication
in
company
business.
Ref:
University
of
Budapest:
report
on
Ethical
considerations
of
the
design
and
implementation
of
Care
B03:
Is
precise
and
aware
of
details
Thinking
of
a
person
who
is
precise,
we
describe
them
as
detail
oriented,
accurate,
definite,
and
exact.
A
precise
person
should
work
with
great
attention
to
details.
This
type
of
skill
has
to
be
delimited
according
to
the
area
of
training,
considering
that
individuals
can
be
very
accurate
and
aware
of
details
in
some
areas,
but
not
in
others.
We
should
keep
in
mind,
that
the
precision
needs
a
lot
of
concentration,
so
the
working
environment
can
influence
it.
In
order
to
be
precise,
the
employees
have
to
know
what
the
goals
are,
to
what
extent
precision
has
to
be
achieved.
In
the
AAL
sector
the
best
solutions
or
devices
are
often
spoiled
by
simple
details
that
have
not
been
taken
in
consideration.
Raising
awareness
of
details
and
how
to
check
them
is
essential
during
training.
B04:
Is
customer-­‐oriented
In
the
ICT
sector
systems
and
devices
are
often
designed
from
the
technical
point
of
view,
also
called
“machine-­‐orientated”,
and
users
have
to
adapt
themselves
to
the
system
or
device.
The
AAL
sector
is
special
in
the
sense
that
users
or
customers
have
particular
needs
or
disabilities
due
to
age,
illness,
etc.
which
make
it
difficult
for
them
to
adapt
to
any
system
or
device.
Accordingly,
from
the
design
and
development
to
the
implementation,
AAL
professionals
have
to
put
themselves
into
the
position
of
the
users
and
ensure
the
easy
adaptation
of
the
system
or
device
to
the
individual
AAL
users
needs
with
the
minimum
efforts
from
users/customers.

20.
20
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
When
implementing
a
new
system
or
device,
it
can
lead
to
many
changes
in
the
habits
of
the
users/customers.
When
change
is
too
important
(for
the
users),
it
may
lead
to
a
non-­‐use
of
the
system
or
more
to
a
misuse.
Checking
the
impact
of
the
implementation
and
reduce
the
risks
is
a
duty
for
AAL
professionals.
Trainers
have
to
enhance
the
awareness
of
future
professionals
to
invent
solutions
with
less
adaptation
from
future
users.
They
have
to
learn
to
start
with
an
analysis
on
the
users’
side
and
not
from
a
technology-­‐
focused
perspective.
The
machine
has
to
be
adapted
to
users
and
not
in
the
opposite
way.
Training
of
customer
orientation
should
include
the
following
steps:
1. Learning
to
easily
determine
customers’
profile,
their
needs
and
expectations
from
the
company.
2. Definition
of
the
different
modes
and
situations
of
interacting
with
customers:
face-­‐to-­‐face,
telephone
contact,
emailing,
sales,
etc.
3. Exercising
how
to
determine
customer’s
needs:
Different
role
plays,
where
customers
roles
are
described
and
have
to
be
played
by
some
learners,
while
other
play
the
employee.
The
situations
have
to
be
described
realistically
in
order
to
be
easy
for
the
participants
to
enter
into
the
parts.
B05:
Is
committed
to
corporate
strategy
and
aware
of
corporate
culture
All
employees
need
to
know
and
understand
the
corporate
culture
of
the
organization,
and
how
this
is
related
to
the
business
environment,
and
the
customers/users.
Communication
of
the
organization
also
reflects
the
corporate
culture.
Customers
get
a
certain
impression
of
the
company
culture
and
habits
and
base
their
decision
on
the
idea
they
have
from
the
organization.
Any
change
in
the
image,
either
generated
by
the
organization
or
its
employees,
has
an
impact
on
the
business
and
the
performance
of
it.
Trainings
in
the
AAL
field,
more
than
in
other
sectors
should
investigate,
which
impact
on
the
image
of
the
corporate
culture,
each
change
generates,
inside
and
outside
the
organization.
Some
organizations
have
to
be
taken
as
examples
and
examined
in
view
of
the
impact
their
strategic
or
tactical
decisions
have
on
the
corporate
culture.
Some
key
factors
in
the
corporate
culture
that
influence
on
organizational
commitment:
1. Teamwork:
it
is
important
to
develop
the
feeling
of
oneness
and
the
ability
of
employees
to
work
together
in
completing
a
task
by
bringing
added
value.
The
total
value
is
higher
than
the
sum
of
individual
values.

21.
21
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
2. training
and
development:
it
motivates
the
employees,
shows
them
they
are
important
to
the
company,
provides
the
necessary
new
knowledge
in
order
to
be
prepared
for
the
new
trends,
strategies
and
tasks;
3. Communication:
Internal
communication
-­‐
between
management
and
employees
represents
an
important
factor
in
improving
employees’
commitment
to
the
company;
as
well
as
external
communication
–
between
employees
and
customers.
4. Rewards
and
recognition:
very
important
elements
of
the
motivation
of
the
employees.
We
can
understand
that
the
management
of
the
company
plays
an
important
role
in
developing
the
commitment
of
its
employees
to
its
corporate
strategy
and
culture;
nevertheless,
future
employees
shall
be
aware
of
the
importance
of
their
engagement
to
the
organisation’s
culture
and
strategy,
because
from
their
performance
depends
the
successful
operation
of
the
company.
B06:
Has
good
interpersonal
skills
Interpersonal
skills
are
the
skills
that
a
person
uses
to
communicate
and
interact
with
people
at
personal
or
professional
level.
These
skills
also
include
emotional
intelligence,
confidence,
ability
to
listen
and
understand,
willingness
to
interact.
Other
interpersonal
skills
are
problem
solving,
decision-­‐making
and
time
and
stress
management.
People
who
have
a
high
level
of
interpersonal
skills
have
a
high
probability
to
succeed
in
the
labour
market.
Trainees
have
to
be
aware
of
the
impact
that
their
behaviour
on
other
people
will
create
(customers
and
colleagues).
In
order
to
increase
the
interpersonal
skills
of
the
students,
the
training
shall
include
the
following
topics:
Verbal
and
non-­‐verbal
communication,
listening
skills,
stress
management,
assertiveness,
decision
making,
problem
solving,
conflict
resolution
or
better
prevention
of
conflicts.
A
good
method
to
improve
“problem
solving”
is
working
on
providing
solutions
to
riddles.
Why
riddles?
Riddles
are
motivating
people
to
put
their
best
efforts
to
find
solutions,
thus,
exercise
their
problem
solving
skills,
at
the
same
time,
if
riddles
are
solved
in
groups,
people
can
practice
other
skills
such
as
communication,
decision
making,
stress
management
(if
they
have
to
work
under
pressure
of
time).
An
example
of
a
riddle:
Your
group
comes
to
a
bridge
in
the
middle
of
the
night.
The
bridge
has
maximum
capacity
of
2
people
to
walk
on
it
in
the
same
time.
You
have
only
one
torch
and
need
it,
because
it
is
too
dangerous
to
cross
the
bridge
in
the
night
without
it.
The
torch
gives
light
for
17
minutes.
You
have
to
find
out
how
to
bring
4people
in
17
minutes
from
A
to
B,
considering,
that
the
first
passenger
needs
10
minutes
to
cross
the
bridge,
the
second
–
5
minutes,
the
third
–
2
minutes
and
the
fourth
–
1.
When
two
of
them
cross
the
bridge,
one
of
them
has
to
bring
the
torch
to
the
rest.

22.
22
Training
guidelines
for
VET
providers
/
employers
/
employees
in
the
field
of
AAL
jobs
B07:
Has
presentation/moderation
skills
Presentation
and
moderations
skills
are
of
eminent
importance
in
the
business
world.
Employees,
should
be
able
to
communicate
to
different
audiences,
convince
of
their
ideas
and
conduct
different
kind
of
negotiations
for
the
company
at
different
levels,
(company-­‐customer,
company-­‐suppliers,
or
within
the
same
company).
Often
they
also
have
to
present
their
projects
to
others;
this
is
why
this
subject
is
so
important.
Presentation
and
moderation
skills
can
be
learned
very
easily
in
different
workshops.
These
workshops
should
provide
the
main
steps
in
the
preparation
of
a
presentation,
help
trainees
to
set
goals
of
the
presentation,
to
plan
the
visual
aids
and
above
all
to
deliver
the
presentation,
to
overcome
the
stage
fright
and
to
convince
the
audience.
This
knowledge
will
help
the
trainees
to
master
also
the
everyday
negotiations
and
problems
with
customers.
There
are
two
target
audiences
for
which
presentation
and
moderation
skills
are
needed
in
AAL
jobs:
• Organization
members,
partners
and
prescriptors
• Customers
and
users.
B08:
Can
communicate
(including
in
foreign
languages
if
useful)
No
matter
type
of
organisation
or
job
position
a
person
works
for,
communication
skills
are
crucial
for
good
performance
in
the
workplace.
Communication
skills
include
the
way
in
which
a
person
interacts
with
others
using
verbal
language,
body
language,
gestures,
facial
expression,
tone
of
voice,
as
well
as
written
communication.
It
is
clear
that
business
success
depends
on
communication;
therefore,
it
is
of
the
utmost
importance
that
employees
are
good
communicators,
which
means,
being
convincing
speaker
and
patient
listeners,
too.
Besides
the
importance
of
individuals
having
good
communication
skills
in
their
native
language,
it
is
of
high
added
value
if
they
are
able
to
communicate
in
foreign
languages,
which
will
allow
them
to
negotiate
at
international
level
or
work
abroad
without
any
difficulty.